This paper analyzes Sakurai Ami’s novel Tomorrow’s Song (1999). The novel is unusual in Japanese literature for its attention to HIV, which even today remains little acknowledged in social discourse. My interest is in the ways in which Sakurai figures the virus vis-a-vis protagonist Akari’s singular devotion to counter-hegemonic ways of living, including drug use, unprotected sex, and alcoholism. My argument is that Sakurai uses HIV to advance a subtle petition for conformity.
{"title":"No Future in Sakurai Ami’s Tumorōzu songu: Gender and Body, Past and Present","authors":"D. Holloway","doi":"10.5195/JLL.2020.91","DOIUrl":"https://doi.org/10.5195/JLL.2020.91","url":null,"abstract":"This paper analyzes Sakurai Ami’s novel Tomorrow’s Song (1999). The novel is unusual in Japanese literature for its attention to HIV, which even today remains little acknowledged in social discourse. My interest is in the ways in which Sakurai figures the virus vis-a-vis protagonist Akari’s singular devotion to counter-hegemonic ways of living, including drug use, unprotected sex, and alcoholism. My argument is that Sakurai uses HIV to advance a subtle petition for conformity.","PeriodicalId":52809,"journal":{"name":"Japanese Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49025357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This commentary tries to address how we can foster diversity and inclusion among peers and potential peers in Japanese-language education based on my experience with providing pedagogical linguistics training to graduate students at The Ohio State University. Pedagogical linguistics training aims to instill future Japanese-language instructors with the knowledge of how the Japanese language works and to foster their ability to incorporate such knowledge into teaching. I would like to propose that pedagogical linguistics training can be a powerful tool to help individual teachers achieve their potential regardless of their prior experiences and backgrounds. I will discuss 1) the importance of pedagogical linguistics training and how it empowers future Japanese-language; and 2) issues in pedagogical linguistics training.
{"title":"Pedagogical Linguistics Training for Graduate Students","authors":"Etsuyo Yuasa","doi":"10.5195/JLL.2020.126","DOIUrl":"https://doi.org/10.5195/JLL.2020.126","url":null,"abstract":"This commentary tries to address how we can foster diversity and inclusion among peers and potential peers in Japanese-language education based on my experience with providing pedagogical linguistics training to graduate students at The Ohio State University. Pedagogical linguistics training aims to instill future Japanese-language instructors with the knowledge of how the Japanese language works and to foster their ability to incorporate such knowledge into teaching. I would like to propose that pedagogical linguistics training can be a powerful tool to help individual teachers achieve their potential regardless of their prior experiences and backgrounds. I will discuss 1) the importance of pedagogical linguistics training and how it empowers future Japanese-language; and 2) issues in pedagogical linguistics training.","PeriodicalId":52809,"journal":{"name":"Japanese Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44407885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article responds to the important effort, regarding diversity and inclusion, to draw attention to the imbalance in identity representation amongst the ranks of Japanese language teachers and to interrogate whether this is a symptom of native speaker supremacy bias. While recognizing the presence of this bias, I argue that addressing it through frameworks of representation (e.g. increasing the number of non-L1 female-identifying teachers) could inadvertently serve to support larger frameworks of oppression. Promoting, instead, a method of inclusive teaching that prompts us to look inward and actually transform the way we teach by having the courage to draw attention to our gendered, racial, national, and class identities within the classroom and connecting them to the content we teach, I offer a tactic for more directly addressing native speaker bias, as well as other structures of exclusion, that can be practiced by any instructor, no matter what their identities.
{"title":"Toward Exhilarating Classrooms: Representation vs. Inclusion in Japanese Language Education","authors":"Arthur M. Mitchell","doi":"10.5195/JLL.2020.141","DOIUrl":"https://doi.org/10.5195/JLL.2020.141","url":null,"abstract":"This article responds to the important effort, regarding diversity and inclusion, to draw attention to the imbalance in identity representation amongst the ranks of Japanese language teachers and to interrogate whether this is a symptom of native speaker supremacy bias. While recognizing the presence of this bias, I argue that addressing it through frameworks of representation (e.g. increasing the number of non-L1 female-identifying teachers) could inadvertently serve to support larger frameworks of oppression. Promoting, instead, a method of inclusive teaching that prompts us to look inward and actually transform the way we teach by having the courage to draw attention to our gendered, racial, national, and class identities within the classroom and connecting them to the content we teach, I offer a tactic for more directly addressing native speaker bias, as well as other structures of exclusion, that can be practiced by any instructor, no matter what their identities.","PeriodicalId":52809,"journal":{"name":"Japanese Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45165061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Embodied and Embedded: Negotiating Public and Private Discourses of Violence in Japanese Texts","authors":"D. Holloway","doi":"10.5195/JLL.2020.92","DOIUrl":"https://doi.org/10.5195/JLL.2020.92","url":null,"abstract":"<jats:p>-</jats:p>","PeriodicalId":52809,"journal":{"name":"Japanese Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44132775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article introduces the role and issues of generalist in Japanese-language education. Generalists teach both Japanese- and English-language courses, across the curriculum. They may be “accidental” Japanese teachers, who were trained in other fields but find themselves teaching language due to the nature of the job market. Hence, unlike specialist Japanese language educators, generalists may lack an academic identity of language teacher. This article shows how the generalist’s dilemma provides a window into larger problems of diversity in Japanese language instruction and its relationship to Japan studies, more broadly. It shows how the place generalists may help us: reconsider the divided between “content courses” and Japanese-language courses; understand the structural disincentives for generalists to identify as language teachers; and appreciate the modes of interdisciplinary learning and language competency modeled by generalsits.
{"title":"The Generalist’s Dilemma: How Accidental Language Teachers Are at the Center of Japanese Pedagogy","authors":"Brian C. Dowdle","doi":"10.5195/JLL.2020.136","DOIUrl":"https://doi.org/10.5195/JLL.2020.136","url":null,"abstract":"This article introduces the role and issues of generalist in Japanese-language education. Generalists teach both Japanese- and English-language courses, across the curriculum. They may be “accidental” Japanese teachers, who were trained in other fields but find themselves teaching language due to the nature of the job market. Hence, unlike specialist Japanese language educators, generalists may lack an academic identity of language teacher. This article shows how the generalist’s dilemma provides a window into larger problems of diversity in Japanese language instruction and its relationship to Japan studies, more broadly. It shows how the place generalists may help us: reconsider the divided between “content courses” and Japanese-language courses; understand the structural disincentives for generalists to identify as language teachers; and appreciate the modes of interdisciplinary learning and language competency modeled by generalsits.","PeriodicalId":52809,"journal":{"name":"Japanese Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47046430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper will examine the lesser known poetry of Izumi Shikibu (b. 976?). As a poet, she had an interest in composing (or at times assembling) sets of poems in novel formats, and through a number of them, summoning up an image of herself as a solitary woman, bereft of the care of family or a lover. This paper proposes to examine two of these sequences of novel format: “Jūdai jusshu” (Ten Poems on Ten Topics) and “Gojusshu waka ” (Fifty-Poem Sequence).“Jūdai jusshu,” a less ambitious forerunner of “Gojusshu waka,” presents in ten poems on ten self-assigned topics the feelings of a woman dwelling alone without a lover, who fashions an image of herself within the poetic narrative of love, in particular that of the “waiting woman.” I will argue that these two sequences show the integration of two forms of poetic production: the composition of novel formats of poems that became popular from the mid-tenth into the eleventh century and women’s tenarai , the solitary composition or copying of verses to express or explore their feelings, especially in times of emotional distress.
{"title":"The Shape of Love and Loss: Izumi Shikibu’s “Gojusshu waka” (五十首和歌, Fifty-Poem Sequence)","authors":"Roselee Bundy","doi":"10.5195/JLL.2020.152","DOIUrl":"https://doi.org/10.5195/JLL.2020.152","url":null,"abstract":"This paper will examine the lesser known poetry of Izumi Shikibu (b. 976?). As a poet, she had an interest in composing (or at times assembling) sets of poems in novel formats, and through a number of them, summoning up an image of herself as a solitary woman, bereft of the care of family or a lover. This paper proposes to examine two of these sequences of novel format: “Jūdai jusshu” (Ten Poems on Ten Topics) and “Gojusshu waka ” (Fifty-Poem Sequence).“Jūdai jusshu,” a less ambitious forerunner of “Gojusshu waka,” presents in ten poems on ten self-assigned topics the feelings of a woman dwelling alone without a lover, who fashions an image of herself within the poetic narrative of love, in particular that of the “waiting woman.” I will argue that these two sequences show the integration of two forms of poetic production: the composition of novel formats of poems that became popular from the mid-tenth into the eleventh century and women’s tenarai , the solitary composition or copying of verses to express or explore their feelings, especially in times of emotional distress.","PeriodicalId":52809,"journal":{"name":"Japanese Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44277597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Language teaching is often seen as an ideologically neutral activity. Linguists have traditionally believed that what people say about language use or structure does not represent ‘real’ linguistic data (Schieffelin, et al, 1998:11). However, it is precisely this dismissal that modern linguistic anthropologists hope to dispel. This paper attempts to lay bare the workings of language ideology and how it impacts language teaching in general and Japanese language pedagogy in particular. The ideological orientation of what constitutes ‘standard’ Japanese language involves inclusion of certain components that are motivated by Nihonjinron discourses of ‘identity, aesthetics, morality and epistemology’ and processes of exclusion that ‘erase’ deviations from the ‘norm’ (Schieffelin, et al, 1998:3). Ideas about ‘native speaker’ understanding, selection of language materials, inclusion and exclusion of syntactical, lexical, and pragmatic forms in teaching manuals, etc., are all affected by these perspectives, some of which this paper will hope to enumerate. With concrete examples it will be demonstrated how flawed these processes are and how a critical pedagogical approach may help solve these issues.
{"title":"Language Ideology and Its Manifestations: Exploring Implications for Japanese Language Teaching","authors":"Mahua Bhattacharya","doi":"10.5195/JLL.2020.137","DOIUrl":"https://doi.org/10.5195/JLL.2020.137","url":null,"abstract":"Language teaching is often seen as an ideologically neutral activity. Linguists have traditionally believed that what people say about language use or structure does not represent ‘real’ linguistic data (Schieffelin, et al, 1998:11). However, it is precisely this dismissal that modern linguistic anthropologists hope to dispel. This paper attempts to lay bare the workings of language ideology and how it impacts language teaching in general and Japanese language pedagogy in particular. The ideological orientation of what constitutes ‘standard’ Japanese language involves inclusion of certain components that are motivated by Nihonjinron discourses of ‘identity, aesthetics, morality and epistemology’ and processes of exclusion that ‘erase’ deviations from the ‘norm’ (Schieffelin, et al, 1998:3). Ideas about ‘native speaker’ understanding, selection of language materials, inclusion and exclusion of syntactical, lexical, and pragmatic forms in teaching manuals, etc., are all affected by these perspectives, some of which this paper will hope to enumerate. With concrete examples it will be demonstrated how flawed these processes are and how a critical pedagogical approach may help solve these issues.","PeriodicalId":52809,"journal":{"name":"Japanese Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46463561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Back Matter","authors":"H. Nara","doi":"10.5195/jll.2020.108","DOIUrl":"https://doi.org/10.5195/jll.2020.108","url":null,"abstract":"","PeriodicalId":52809,"journal":{"name":"Japanese Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45868263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many educational institutions in North America have declared a commitment to enhancing the diversity of their students, and to providing a learning environment free of discrimination. This diversity unequivocally includes sexual orientation as well as gender identity and expression, and we teachers are expected to play a role in fulfilling this commitment. Nevertheless, there are few opportunities for us to learn about the diversity of gender and sexuality in pre-service training or in-service professional development for Japanese-language education. This paper addresses issues that may create challenges for LGBTQ learners of Japanese, paying special attention to heteronormativity in Japanese language teaching materials and linguistic norms and ideology regarding gendered expression in Japanese, and suggests ways teachers might deal with these issues in order to create an inclusive learning environment for all students regardless of their gender and sexuality.
{"title":"Toward More Inclusive Japanese Language Education: Incorporating an Awareness of Gender and Sexual Diversity among Students","authors":"Jotaro Arimori","doi":"10.5195/JLL.2020.129","DOIUrl":"https://doi.org/10.5195/JLL.2020.129","url":null,"abstract":"Many educational institutions in North America have declared a commitment to enhancing the diversity of their students, and to providing a learning environment free of discrimination. This diversity unequivocally includes sexual orientation as well as gender identity and expression, and we teachers are expected to play a role in fulfilling this commitment. Nevertheless, there are few opportunities for us to learn about the diversity of gender and sexuality in pre-service training or in-service professional development for Japanese-language education. This paper addresses issues that may create challenges for LGBTQ learners of Japanese, paying special attention to heteronormativity in Japanese language teaching materials and linguistic norms and ideology regarding gendered expression in Japanese, and suggests ways teachers might deal with these issues in order to create an inclusive learning environment for all students regardless of their gender and sexuality.","PeriodicalId":52809,"journal":{"name":"Japanese Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48810991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In Ogawa Yōko’s (b. 1962) writing from the late 1980’s and 1990’s, female narrators often revel in the fantastical beauty of youthful masculinities, while they themselves cannot escape the disgusting disorder of feminized domestic spaces. First, I read death and violence in kitchens depicted in the story collection Revenge (1998) to show how Ogawa rewrites this space associated with the housewife and her duties as one of horrific possibilities overturning idealized images of domesticity. Next, building on earlier readings of food, I argue that spectacles of sweetness—cakes, jam, and ice cream desserts—play a particularly crucial role in articulating female desire and violence, such as with the earlier works “Pregnancy Diary” (1991) and Sugar Time (1991). Returning to Revenge, I observe how “sweet” images appear in scenes of violence to outline how female homosocial gazes reflect a constant engagement with femininities seen in other women, particularly those marked by the transgression of anger and murderous desire. I end by considering ways in which Ogawa’s self-reflexive depiction of the woman writer in Revenge playfully problematizes the “mad” fantasies of women who write.
{"title":"Ogawa Yōko and the Horrific Femininities of Daily Life","authors":"G. Ting","doi":"10.5195/JLL.2020.97","DOIUrl":"https://doi.org/10.5195/JLL.2020.97","url":null,"abstract":"In Ogawa Yōko’s (b. 1962) writing from the late 1980’s and 1990’s, female narrators often revel in the fantastical beauty of youthful masculinities, while they themselves cannot escape the disgusting disorder of feminized domestic spaces. First, I read death and violence in kitchens depicted in the story collection Revenge (1998) to show how Ogawa rewrites this space associated with the housewife and her duties as one of horrific possibilities overturning idealized images of domesticity. Next, building on earlier readings of food, I argue that spectacles of sweetness—cakes, jam, and ice cream desserts—play a particularly crucial role in articulating female desire and violence, such as with the earlier works “Pregnancy Diary” (1991) and Sugar Time (1991). Returning to Revenge, I observe how “sweet” images appear in scenes of violence to outline how female homosocial gazes reflect a constant engagement with femininities seen in other women, particularly those marked by the transgression of anger and murderous desire. I end by considering ways in which Ogawa’s self-reflexive depiction of the woman writer in Revenge playfully problematizes the “mad” fantasies of women who write.","PeriodicalId":52809,"journal":{"name":"Japanese Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45955820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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